16% of US science teachers are creationists

Despite a court-ordered ban on the teaching of creationism in US schools, about one in eight high-school biology teachers still teach it as valid science, a survey reveals. And, although almost all teachers also taught evolution, those with less training in science - and especially evolutionary biology - tend to devote less class time to Darwinian principles.

"Ultimately, they are the ones who carry it out," says Michael Berkman, a political scientist at Pennsylvania State University in University Park.

But what teachers actually teach about evolution and creationism in their classrooms is a bit of a grey area, so Berkman and his colleagues decided to conduct the first-ever national survey on the subject.

'Not shocking'

The researchers polled a random sample of nearly 2000 high-school science teachers across the US in 2007. Of the 939 who responded, 2% said they did not cover evolution at all, with the majority spending between 3 and 10 classroom hours on the subject.

However, a quarter of the teachers also reported spending at least some time teaching about creationism or intelligent design. Of these, 48% - about 12.5% of the total survey - said they taught it as a "valid, scientific alternative to Darwinian explanations for the origin of species".

Science teaching experts say they are not surprised to find such a large number of science teachers advocating creationism.

"It seems a bit high, but I am not shocked by it," says Linda Froschauer, past president of the National Science Teachers Association based in Arlington, Virginia. "We do know there's a problem out there, and this gives more credibility to the issue."

Better training

When Berkman's team asked about the teachers' personal beliefs, about the same number, 16% of the total, said they believed human beings had been created by God within the last 10,000 years.

Teachers who subscribed to these young-Earth creationist views, perhaps not surprisingly, spent 35% fewer hours teaching evolution than other teachers, the survey revealed.

The survey also showed that teachers who had taken more science courses themselves - and especially those who had taken a course in evolutionary biology - devoted more class time to evolution than teachers with weaker science backgrounds.

This may be because better-prepared teachers are more confident in dealing with students' questions about a sensitive subject, says Berkman, who notes that requiring all science teachers to take a course in evolutionary biology could have a big impact on the teaching of evolution in the schools.

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